Chapter Review

Chapter eight looks at what schools and educational institutions can do to promote global
competence—and how they might create a culture of global competence for youth and

As an I/O Psychology major that advocates the use of strategic planning and project management processes, my favorite part of Educating for Global Competence: Preparing Our Youth to Engage the World, Chapter 8: Educating for Global Competence: What Schools Can Do is the Profile of an Asia Society International Studies Schools Network (ISSN) High School Graduate example that “describes the specific knowledge, skills, and dispositions to be acquired by a school’s students by graduation”. I might have placed that information before the 5 Key Domains as it is crucial that institution determine the ultimate end-product they hope to produce before they design the scaffold on which to grow it. Here are the top-level items of the profile:

  • ISSN graduates are Ready for College
  • ISSN graduates have the Knowledge Required in the Global Era
  • ISSN graduates are Skilled for Success in a Global Environment
  • ISSN graduates are Connected to the World

I appreciate the breakdown of the information in Chapter 8. It is concise, easy to read, and provides a comprehensive framework for institutions looking to “pursue change selectively or transform whole school structures to promote global competence”.  Here are the “design matrix”  five key domains:

  • Vision, mission, and school culture
  • Curriculum, instruction, and assessment (especially meaningful is the Asia Society’s Graduation Portfolio System)
  • Relationships organized for global learning
  • Professional learning communities
  • Family and community partnerships

The last part of the chapter asks us (ideally, “us” as stakeholders would include administrators, teachers, students, parents, members of the community, higher ed and business representatives) to discuss the following:

  • In what ways is your school already developing a culture of global competence? How can you build on these beginnings?
  • How can your school creatively use the Common Core State Standards or state standards to promote global competence in English language arts and mathematics? Where are the key leverage points?
  • How can your school create professional learning communities and other professional development opportunities to support teaching for global competence?

Again, all of this is to explain the importance of how “creating a genuine culture of global competence involves considering carefully at every turn how to connect the school to its global mission”.


EDUC 7716 Week 4: Personal Learning Network Discussion

Mastering Global Literacy Chapter 2, written by Silvia Rosenthal Tolisano, provided many ideas and resources to help teachers incorporate global connections into their course work and I am sure that my classmates will benefit from the material. The last paragraph was most important to me in my role as it called out to administrators to “model for their faculty what it means to be a connected learner”. This is what I want to do for and with faculty and staff at UNH as my job progresses from technical training toward professional development.

To paraphrase Tolisano:

“Professional development opportunities…shift from isolated training session for specific software tools…to learning opportunities that foster collaboration and relationships between educators around the world”.

Here are a few resources I found that are geared toward that endeavor:

ACE/AIEA Internationalization Collaborative: Global Competence, Local Challenges: Building an International Curriculum for Everyone

Inside Higher Ed: Teaching with Technology

The Chronicle of Higher Education: How to Curate Your Digital Identity as an Academic

Faculty Focus: The Five Components of a Successful Online Faculty Development Program

Edutopia: 9 Quick Tips for Taking Ownership of Your PD

Educause: Top 10 IT Issues, 2015

Higher Education Resource Hub

Global Education Conference: 2014 Conference Recordings

I will use some of the techniques recommended by William Kist in Chapter 3, such as reaching out and collaborating nationally and internationally to create a wiki of resources and a place to post reflections about technical training and professional development.

EDUC 7722 Week 2: Facilitating Learning Environment – Design and Technology Capabilities

EDUC 7722 Week 2: Facilitating Learning Environment: Design and Technology Capabilities

EDUC 7722 Week 1 Reflections

EDUC 7722 Week 1 Reflections on Distance Education in the United States: Past, Present, Future by Farhad Saba.

Ahh! Now I get it! Page vs. Post

So, I’m a Virgo and whether or not I put stock in that ideology, I do exhibit some Virgo-like behaviors and some others — not so much. Here’s an overall statement about Virgos from FactsVita: “People having Virgo horoscope traits are known to be immensely practical as they are the ones who will always look out for a relatively pragmatic solution to any problem that comes in their way. Henceforth, bottom-line remains the fact that those people having Virgo personality traits are quite friendly and social”. Seems spot-on…but let’s delve deeper…and try not to fall asleep. I read the Top 10 Primary traits attached to a person with Virgo star-sign, summarized and added notes about me below.

  • Creative Thinker – some days, Yes! other days, I’m lucky if I can create an interesting sandwich.
  • Die-hard Romantic – Not. Sorry. I mean I’m not sorry about not being a romantic.
  • Attractive Personality – Whateverrr.
  • Subtle & Simple – Simple…yes, when it comes to simple living. Subtle…never been accused of that!
  • Organized & Systematic – To me this is the essence of Virgo-ishness. I have 2 Virgo brothers and a Virgo (although really more Leo-ish) spouse. We are all rather obsessed with being organized. More about this obsession later — and you’ll find out why I wrote this post. Oooh, the suspense!
  • Shy – yah, NO.
  • Caring & Loving – these are nice words and who wouldn’t want to have those traits? However, I think there are more accurate pronouns within the description: compassionate and humane; motivating and consoling…
  • Determined – well, at the very least, I am determined to get to the end of this $#*@ post.
  • Analytical – mos def. I have to know the “why”…it’s the eternal 4 year old in me.
  • Perfectionists – as long as you don’t consider my housekeeping skills, this may apply!

Hmmm…none of those traits point out brevity. I should wrap this up.

The impetus behind this post was the process I went through to figure out the differences between a blog Page and a blog Post. See WordPress Page vs. Post. I knew there must be a reason why I couldn’t just move a post to a page and I was determined to figure it out. (See how I’m weaving the traits in here? Starting to make sense now?) I had to be systematic in my search for answers and analyse the sources. Then, I had to organize the content for this post. If you find a typo, please tell me. We perfectionists can’t handle typos in our work. It’s like leaving a fabulous party, then looking in the rear-view mirror and realizing that I had broccoli stuck in my teeth all night. Still scarred, but now in therapy.

I found a couple of resources that might help you and your students blog in creative ways that incorporate the best of Virgo traits.

Resources to Help Students Be Successful Online in Three Areas: Technical, Academic & Study Planning (includes the Mozilla Web Literacy Map)

Purdue Online Writing Lab (I ♥ OWL – ok, maybe I am a romantic)


Snacking on Information

Over the past two weeks, I gorged during large chunks of time by reviewing different systems and trying them out, reading tons of instructional technology articles, and attempting to digest everything. I had to take big bites off huge plates full of info and it has been tightly crammed in my brain.

I pretty sure a lot leaked out of my ears.

Because it is Sunday, I’m just lazing around wallowing in that stuff and sampling my co-students’ blogs to see what they have been cooking up.

But, on Monday, in typical Lisa fashion, I plan start a new diet — a “brain diet” — to see if the stuff I learn by using a more comfortable process might stick around longer: I call it “Information Snacking”.

Mobile devices will help me change my game. With these purse- and pocket-friendly devices, I can consume info on the go and more frequently. They’ll allow me to take little bites (bytes!) more often and I don’t have to be at my desk to do so. Mine even has a timer so I can set it to a portion-controlled amount of time to make sure I don’t overdo it.  My instructors (aka brain coaches) already use mobile devices in this just-in-time way to give me the support I need quickly to keep me motivated. All this can happen from my backyard or even the beach!

So if this diet works for me as an adult, shouldn’t we encourage kids to use it too?

Read this – Mobile Learning Support for New Teachers and visit The Teaching Generation Text Blogspot.


Check out Edutopia’s Tech2Learn: Integrating Tech Tools in the Classroom video series

Collaborative Digital Presentations Enrich Projects (choose video #5 from the Playlist) 

Students use Google Docs to create collaborative content — so if you ever wondered what Google Docs can do for you (and your team), watch this video!